RESEARCH P M F With KEY ANSWERS 1

DATA CENTER COLLEGE OF THE PHILIPPINES
COLLEGE OF CRIMINAL JUSTICE EDUCATION

LAOAG CITY
MODULE GUIDE
CRIM 7 - CRIMINOLOGICAL RESEARCH 1
THIRD YEAR 2nd SEMESTER
S.Y. 2021-22
The primary objective of this course is

UNIT 1
to expand the students’ complete understanding of the research process which would
allow them to critically analyze, conduct research and be able to publish or set an
operational output.
At the end of this course, the students are able to;

1. Understand research, criminological research, and its importance;
2. Explain the various types of research and its purposes; and
3. Develop a research
LECTURE:
TOPIC 1
What is Research?
The word research “comes from the French word recercher, re and cercer, modern
chercher to search.
Research comprises “creative work undertaken on a systematic basis in order to

increase the stock of knowledge, including knowledge of man, culture and society, and
the use of this stock of knowledge to devise new applications.
Research goes through several phases – planning, research, development,

testing, marketing and product release. One needs to be interested to creatively originate
ideas, or be prudent in order to make a detailed information.
Research is a systematic investigation to establish facts on an existing problem

which were not known before.
Research is the process of gathering information for the purpose of initiating,

modifying, or terminating a particular topic or study.
Research needs to be modified, because there are new information that not
existing or discovered before.
Research must aim at providing new information or advance knowledge on a

subject.
In order for the research not to be outdated. Verify the knowledge
Research in its broadest sense is an attempt to gain solutions to problems. More

precisely, it is the collection of data in a rigorously controlled situation for the purpose of
prediction or explanation. (Treece and Treece)
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Formulated in a more comprehensive form, research may be defined as a

purposive, systematic and scientific process of gathering, analyzing, classifying,
organizing, presenting, and interpreting data for the solution of a problem, for prediction,
for invention for the discovery of truth, or for the expansion or verification of existing
knowledge, all for the preservation and improvement of the quality of human life.
When I think about research, the first thing that goes in my mind is the process
gathering information. We gather information in order to provide an answer to a question
or to resolve a problem. And also, we are conducting or we do research because we want
to know or we want provide new information.
Why do research?
According to Robson (2002) in Crow and Semmens (2006):
1. To describe something
2. To explore/understand a phenomenon or;
3. To explain/measure it
Purposes of Research
The principal goal or research is the preservation and improvement of the quality of human
life. All kinds of research are directed towards this end. The PURPOSE of research is to
serve man. The GOAL of research is to have a good life. Because of research, man has
attained great progress and comfort in life.
For me, the main purpose of research is to serve man. I believe that research becomes a
tool in order for us to be knowledgable enough in life, if we know things how it turns, or
we know things how it works, then we could provide solutions for it.
a. Discover new facts of known phenomena.

b. Find solutions to problems that are only partially solved.
c. Improve or develop new products.
d. Discover unrecognised substances or elements.
e. Validate generalisations into systematic order.
f. Provide a basis for decision-making in any undertaking.
g. Satisfy the researcher’s curiosity.
h. Acquire better and deeper understanding about one phenomenon to another.
i. Verify existing knowledge.
j. Improve educational practises by raising the quality of school products.
k. Promote health and prolong life.
l. Enhance man’s basic life.
m. To make work, travel, and communication faster, easier, and more comfortable.
What research is not? (schmitz)

1. It is not an argument. It does not denounce or defend. It simply clarifies.
2. It is not a mere compilation of facts, opinions or ideas. It is a thought process,
not a mechanical process like solving a jigsaw puzzle.
3. It is not a summary of a single work no matter how authoritative. It is a
compilation and digestion of all available data.
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4. It is not a half hazard grouping of ideas full of gaps and missing links, thrown
together at the last moment to beat a deadline. No cramming and
procrastinating.
5. It is not a collection of footnotes and bibliographical materials because they do
not constitute the paper. They only serve as auxiliaries.
Criminological Research
Criminological research is defined as a careful, systematic study of knowledge in
the field of criminology or criminal justice, undertaken to discover or establish facts or
causations of crime. It is also defined as a systematic process of collecting and analysing
crime and victim data to find an answer to a question or a solution to the criminological or
victimisation problem, and to validate or test existing criminological and victimisation
theories. (Soriano, 2011)
Good Characteristics of a Researcher
a. Intellectual Curiosity
b. Prudence
c. Healthy Criticism
d. Intellectual Honesty Researchable Themes:
1. Criminal Sociology and Ethics
2. Public Safety: Management and Operations
3. Crime Investigation and Forensics
4. Corrections: Institutional and Community-based
5. Criminal Justice and Jurisprudence
6. Academic Dynamism
Source: Janice Milo, 2021. Multi-stakeholders’ needs and priorities: a basis for adoption in criminal
justice research agenda. An unpublished PhD thesis, University of the Cordilleras.
A. Criminal Sociology and Ethics

● Criminological theories: comparison, validation, application
● Crimes & criminals: analysis, trends, profiling, prevention
● Human behaviour: analysis, profiling, causation, prevention
● Juvenile delinquency: analysis, profiling, prevention, laws
● Victims: profiling, assistance & management, prevention, etc
● Ethics: professional conduct and ethical standards, Police Community Relations,
etc
B. Public Safety: Management and Operations
(The following incorporate global and national trends/practices, cultural or ethnographic,

communication, and gender-based studies)
Law enforcement: administration, management, operations, etc ●
Security: management, operations, threats, terrorism, etc
● Traffic: management, operations, technologies, related laws
● Crisis & disaster management, psycho-social support, technologies, related laws
Criteria for Selection of Research problem

1. Novelty and Avoidance of Unnecessary Duplication
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2. The importance of the study to its Field

3. Interest, Intellectual Curiosity, and Drive
4. Training and Special Qualification
5. Availability of Data and Choice of Method
6. Special Equipment and Working Conditions
7. Sponsorship and Administrative Cooperation
8. Cost and Returns
9. Hazards, Penalties and Hardships
10. Time Factor
Characteristics of a Research
1. Empirical – Research is based on direct experience or observation by the

researcher. The collection of data relies on practical experience without benefit of the
scientific knowledge or theory.
It is based on what the people experience now, or what the researcher observe in
that certain SCENARIO or experience, which is not based on any theories.
REALISTIC
2. Logical – Research is based on valid procedures and principles. Scientific

investigation is done in an orderly manner so that the researcher has confidence on the
results. Logical examination of the procedures is used by the researcher to draw valid
conclusions. Thus, the logic of valid research makes it important for decision making.
I think this is where the critical thinking happens, kase in this is where we study the
reasoning of the topic, where in we distinguish the good and the bad in order to
come up with a solution or conclusion.
3. Cyclical – Research is a cyclical process. It starts with a problem and ends with a
problem. For instance, a researcher who completes his study states his findings and
draws up his conclusions and recommendations. In his recommendations, many
problems may crop up as other subjects for study hence, the cycle is repeated.
4. Analytical – Research utilizes proven analytical procedures in gathering data,

whether historical, descriptive, experimental, or case study. In historical research, the
data gathered focus on the past, in descriptive research, the study focuses on the present
situation; experimental, future and in case study, past, present, and future.
A research should be analytical because it requires critical thinking and logical

reasoning. The study must focus on the study of the future as well as in the past
and present.
5. Replicability – The research designs and procedures are replicated to enable the
researcher to arrive at valid and conclusive results. Similarities and differences of
replicated researches can be compared. The more replications of researches, the more
valid and conclusive the results would be.
We must compare researches from before, in order for us to dig deeper or find new
information or detail that would create the research to be more reliable and verified.
6. Critical – Research exhibits careful and precise judgment. A higher level of

confidence must be established. i.e., at 1.0 percent or 5.0 percent level of confidence.
Based on these levels of confidence, the researcher is confidently precise in his
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interpretations on whether the results are significant or insignificant, or whether reject or

accept the hypothesis.
Sources of Topics and Research Problem
1. Professional Experience – Perhaps the most immediate and important source

form which research problems emerge is professional experience. The daily ideas and
conclusions that arise from professional challenges often yield significant areas of inquiry.
Many issues that emerge in supervision, meetings, or conferences may also provide
investigators with researchable topics and ideas.
2. Professional Trends – Research topics may also come from publications and
newsletters. Investigators frequently read them with the intent to determine the broad
topic areas and problems of current interest to the profession.
3. Public Research – Reading research in a professional journal provides an

overview of the important studies that are being conducted in a topic area of interest.
4. Social Trends – Social, political, and economic concerns and trends are reflected
in legislation and the funding priorities of government, and local agencies, foundations,
and corporations provide a second and critical area of potential inquiry for investigation.
5. Existing Theory – Inquiry related to theory development is intended to

substantiate the theory and advance its development or modify it by refuting some or all
of its development of cognition in his observation made on his two children have been
refuted, corroborated, or modified by studies conducted by scholars interested in human
cognition.
Pwede mo bang irevise yung research about history
Different Sources of knowledge (Ary, Jacobs and Razavieh)
A. Experience – is a familiar and well used source of knowledge, the most-free. By

personal experience, you can find the answers to many of the questions you face.
Much wisdom passed from generation to generation is the result of experience. If
people were not able to profit from experience, people would be severely retarded.
Man’s ability to learn from experience is a prime characteristic of intelligent
behaviour.
B. Authority – For things difficult or impossible to know by personal experience, people

frequently turn to authority; that is, they seek knowledge from someone who has had
an experience with the problem or has some other source of expertise. People accept
the world of recognized authorities.
C. Deductive Reasoning – Ancient Greek philosophers made perhaps the first

significant contribution to the development of the systematic approach for gaining
knowledge. Aristotle and his followers introduced the use of deductive reasoning,
which can be described as a thinking process in which you proceed from general to
specific statements using prescribed rules of logic. You go from general knowledge
to specific knowledge through logical argument.
D. Inductive Reasoning - Francis Bacon (1561-1626), was the first to call for a new
approach to knowing. He held that thinkers should not enslave themselves by
accepting premises handed down by authority as absolute truth. He believes that an
investigator should establish general conclusions on the basis of facts gathered
through direct observation. Bacon advised the seeker of truth to observe nature
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directly and to rid his or her mind of prejudice and preconceived ideas which Bacon
called “idols.” For him, obtaining knowledge required that the thinker observe nature
itself, gather particular facts, and formulate generalisations from these findings.
Seeking the facts rather than depending on authority or on sheer speculation

became the fundamental principle of all sciences.
E. Scientific Approach – In the 19th century, scholars began to integrate the most
important aspects of the inductive and deductive methods into a new technique,
namely the inductive-deductive method, or the scientific approach. This approach
differs from inductive reasoning in that it uses hypotheses. A HYPOTHESIS is a
statement describing relationships among variables that is tentatively assumed to be
true. It identifies observations to be made to investigate a question. The use of both
deductive and inductive reasoning is characteristic of modern scientific inquiry, which
is regarded as the most reliable method for obtaining knowledge.
Epistemological Principles:
EPISTEMOLOGY is a branch of philosophy which examines the concept of ‘knowledge’

– what it is, where it comes from and whether absolute, ‘true’ knowledge can be achieved.
“the philosophical study of the nature, origin, and limits of human knowledge. The
term is derived from the Greek epistēmē (“knowledge”) and logos (“reason”), and
accordingly the field is sometimes referred to as the THEORY OF KNOWLEDGE.” It is
important in the context of research because a researcher’s epistemological position
influences the methodological choices s/he makes.
The focus of epistemology, in very simple terms, is that where a belief can be justified or
verified, it may be accepted as knowledge.
Question: How can one justify a belief?
Three main schools of thought:
1. Empiricism- the only way to acquire knowledge is through objective sensory

perception. Thus, we acquire knowledge about the world through experience; that is by
seeing, hearing, smelling or feeling phenomena (Aristotle, John Locke);
Able to make a posteriori statements about the world e.g., ‘crime rates are highest
in inner city areas’
The aim of research is to formulate ‘laws’ which are based on observations of patterns
or recurring relationships, using inductive reasoning. Theory is derived from the data.
The main types of empirical inquiry:
a. Experimental studies attempt to arrange a situation in which variables are controlled

prior to the data being collected, often by allocating people, places (or whatever units
are under investigation) to experimental and control groups.
Study: Children’s behaviour affected by watching violent films or television, or playing

certain kinds of computer games
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b. Quasi-experimental studies, sometimes called correlational studies, include

surveys. It has some, but not all, of the characteristics of a true experiment. In a true
experiment, participants are randomly assigned to either the treatment or the control
group, whereas they are not assigned randomly in a quasi-experiment.
c. Non-experimental studies make little or no attempt to control or manipulate

variables. Their purpose might be to look in more depth at the mechanisms underlying
a particular social process, and to gain insight into the interpretations and perceptions
of actors, or other objects of study such as organisations.
2. Rationalism- argue that experience is not the only way in which knowledge can
be derived. Human reason can also be the source of knowledge; something can be held
to be true at a purely conceptual level (Plato, Rene Descartes, Immanuel Kant).
Rationalists believe, then, that a priori knowledge is possible, i.e. knowledge that is gained
and verified by reason alone and does not need to be justified through actual experience.
Ex. ‘nothing is red and green all over’
An example of rationalism is not believing in the supernatural. (philosophy) The theory

that the basis of knowledge is reason, rather than experience or divine revelation. It goes
by the idea of questioning everything.
Begin with an intuitive general principle (a theory) and derive complete knowledge by
building on that basic principle using the process of deductivereasoning.
3. Pragmatism- do not believe that one true reality can be conceived by the human
mind, instead truth is ‘what works’. The key idea in pragmatism is that ‘truth’ changes
over time and across different circumstances and, therefore, all principles should be
viewed as
‘working hypotheses’ rather than absolute truths (Charles Sanders Peirce and John
Dewey)
As a result, it is accepted that any set of data is explicable by more than one theory.
Importantly, priority is always given to the practical, over the theoretical, in inquiry and
it is accepted that both inquiry and facts are value-laden. Addressing problems logically
and practically.
Epistemology in Criminology
Classical School - explains crime as a free-will decision to make a criminal choice. This
choice is made by applying the pain-pleasure principle: people act in ways that
maximise pleasure and minimise pain. Mainly based on free will and suggests that crime
as a choice. CLASSICISM focuses on punishing the offender for the crime they have
committed
Positivist School – argues that crime is not a choice hence identifies other internal and
external causes of criminal behaviour beyond choice. Believes society shapes the
individual and uses quantitative methods. POSITIVISM focuses on trying to give
treatment to the offender and reform. Developed scientific methods of measuring and
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quantifying criminal behaviour, producing biological (Lombroso), psychological (Freud)

and social (Durkheim) theories of crime.
Interpretivist School- argue that in order to understand human action we need to

achieve 'VERSTEHEN', or empathetic understanding – we need to see the world through
the eyes of the actors doing the acting. Believes individuals shape society and use
qualitative methods.
POSITIVIST/INTERPRITIVIST – REALISM
Common interpretivist school approaches:

1. Ethnography - aeta
2. Phenomenology - pandemic
3. Hermeneutics – priest / Biblical context
4. Critical research – instruction of research
Interpretive approaches encompass social theories and perspectives that embrace a

view of reality as socially constructed or made meaningful through the actors'
understanding of events.
In modern forms of positivism, the empiricist’s requirement for the establishment of

universal laws is replaced with probabilities that relationships between concepts will
hold true across all circumstances (Fischer 1998 and see also Popper’s work on
falsification (1959).
Argued that the method of data collection should be determined by the nature and setting
of the phenomenon under study. The focus for research is on extracting the meaning
of action, rather than simply calculating the frequencies of actions or characteristics.
Methods are observation, textual analysis, life histories and interviews. Accusations of
subjectivity and invalidity.
Recent development in epistemology in Criminology is REALISM through the

development of evaluation studies.This is an approach that attempts to combine the
strengths of the positivist and interpretivist schools. It places a heavy emphasis on the
importance of context, following the ‘PARADIGMATIC’ approach of the pragmatist school
in epistemology.
Types of Research
A. According to Method
Research Method are the various processes, procedures, and tools used to
collect and analyze data.
Research methods are concerned with the various research processes,

procedures, and tools – techniques of gathering information, various ways of analyzing
them. Research problems can be categorized into two basic sections: qualitative research
and quantitative research. Researchers may use one or both of these methods (mixed
method) in their research studies. The type of research method you choose would depend
on your research questions or problem and research design. (Hasa, 2017)
Data – information that is gathered

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Primary source – respondents, participants
Secondary source- books, articles, literatures
These are the methods used to analyze the data collected.
1. Quantitative research methods are characterized by the collection of information

which can be analyzed numerically. Results are typically presented using statistics,
tables, and/or graphs. Because quantitative data is numeric, the collection and
analysis of representative samples is commonly used. The more representative the
sample, the more likely that the quantitative analysis will reflect results that can be
generalized.
Data Collected – Numerical Data
Research Tool – Survey Questionnaire
Presented – Using Statistics
Presentation – Tables or graphs
When we say quantitative research, the information collected will be analyzed

through statistics or numbers. And in quantitative research, the collected
information is more on numerical data.
2. Qualitative research methods focuses on obtaining multiple forms of data, such as

interviews, observations, and documents, rather than rely on a single data source. This
method is not only about “what” people think but also “why” they think so. Therefore, it
allows for in-depth and further probing and questioning of respondents based on their
responses, where the interviewer/researcher also tries to understand their motivation
and feelings. This type of research method works towards solving complex issues by
breaking down into meaningful inferences that is easily readable and understood by all.
Type of research data that will going to be collected is : WORDS from the interviewee
and the
Reasearch tool INTERVIEW GUIDE
Data presentation- CONTENT ANALYSIS
Theme - (QUOTED VERBATIM)
When we say qualitative, it deals with the collection of information, just like you
said earlier ma’am it could be primary or secondary sources, just like interviews,
observation, and source of data in literature or books. This is more on finding
information regarding that particular topic, or collecting the thoughts of the
respondents the respondents and will make it as a data.
3. Mixed research Methods
B. According to Research Design
Research design is the overall plan or structure of the research project. It indicates what
type of study is planned and what kind of results are expected from this project. It
specifically focuses on the final results of the research.
It is almost impossible to proceed with a research project without a proper research

design. The main function of a research design is to make sure that the information
gathered throughout the research answers the initial question unambiguously. In other
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words, the final outcomes and conclusions of the research must correspond with the
research problems chosen at the beginning of the research. (Hasa, 2017)
1. General Types of Research Design
a. Qualitative Research – It seeks to understand phenomena by focusing on the total

picture rather than breaking it down to variables. The goal is the holistic picture and depth
of understanding, rather than a numeric analysis of data.
- the researcher is encouraged to become involved with the subjects, looking for meaning
and developing emergent theories through the analysis of soft, non-numerical data
(Hammersley, 1992).
i. Ethnography – an in-depth study of naturally occurring behavior within a

culture or social group. Sometimes called “ETHNOGRAPHY FIELD RESEARCH”,
because it is conducted in a natural setting or “field”.
ii. Case Study – an in-depth study of a single unit, such as one individual, one
group, one organization, one program, and so on. A case study is a descriptive record of
an individual’s experiences and/or behaviors that may be used in a variety of ways to
make inferences about developmental process, the impact of life events, a person’s level
of functioning, and the origin of disorders. The goal is to arrive at a detailed description
and understanding of the entity.
iii. Document or Content Analysis – it focuses on analyzing and interpreting
recorded material within its own context. When using such documentary sources, the
researcher must establish the authenticity of the document itself, as well as the validity of
its contents.
iv. Naturalistic Observation – the investigator seeks to make entirely

unobtrusive observations of a setting without altering the situation in any way. The goal is
to observe and study behavior as it normally occurs.
It deals with gathering information by means of observing that particular thing

naturally. Just like for instance, those who are suffering mental disorder, just like
schizophrenia. As a researcher, you should observe and research that particular
occurance, yung nangyayari sakanya during that time na naga suffer siya ng
schizophrenia.
v. Focused Interviews – asking questions designed to draw out subjects’

responses on a topic of interest. Subjects are free to answer in their own words rather
than having to choose from predetermined options, as in a survey.
vi. Phenomenologic Studies – Phenomenologic studies begin with the

assumption that multiple realities are rooted in the subject’s perspective. Thus, an
experience has different meanings for each person. Through unstructured interviews, the
investigator explores the subject’s thoughts and feelings to elicit the essence of an
individual’s experience.
vii. Grounded Theory – is designed to develop a theory of social phenomenon

based on the field data collected in the study. Experience with the data generates insights,
hypotheses, and questions, which researchers pursue with further data collection.
viii. Historical Research – Historical research analyzes documents and

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artifacts to gain insight into what was happened in the past. Its success depends in the
accuracy and completeness of these records.
2. Quantitative Research - epitomizes a positivistic approach, promoting the objectivity

and remoteness of the researcher, the testing of hypotheses in a formally structured
methodology and the collection of hard, numerical data.
VARIABLE – measurable characteristics of study
INDEPENDENT VARIABLE – cause of the study
DEPENDENT VARIABLE – effect of the study
a. Experimental Research – Involves a study of the effect of the systematic

manipulation of one variable or another variable. The manipulated variable is called
experimental treatment or independent variable. The observed and measured variable
is called the dependent variable.
Identifies the cause and effect of a phenomenon.
b. Non-experimental Research – The researcher identifies variables and may look

for relationships among them, but does not manipulate the variables.
Ex post facto research i. (casual comparative research) – is

similar to an researcher experiment, except the does not manipulate the
independent variable, which has already occurred in the natural course of events. The
researcher then compares groups differing on the different variable to determine its effect
on the dependent variable. Variables are uncontrolled
When we say ex post facto research, there was already a past research or done research,
however, the researcher may compare the present data that is collected to the past data
that were collected.
ii. Correlational research - seeks to examine the strength and direction of

relationships among two or more variables. The extent of relationship is expressed in
numeric index.
Compare the variable – EXAMPLE Crime rate: Laoag – then age of the criminals
iii. Descriptive research – uses instruments such as questionnaires and

interviews to gather information from group of subjects. Surveys permit the researcher to
summarize the characteristics of different groups or to measure their attitudes and
opinions toward some issue.
Who, what, how
3. Mixed Research - is a research approach whereby researchers collect and analyse

both quantitative and qualitative data within the same study (Allison Shorten and Joanna
Smith, 2017) COMBINATION OF QUAL AND QUAN
a. Explanatory sequential - Quantitative data are collected and analysed first,

then qualitative data are collected and analysed to help explain quantitative
data. Weight of the data collected, tell the highlight of the data
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(TWO PHASE METHOD) As a researcher, data collected of quantitative data

are collected and analysed first, then qualitative
Collect the data first for the quantitative, interpret and analyzed to get the results, then
use qualitative data, collect and analyzed to help explain the quantitative data
QUAN → QUAL Example:
AIM: Identify levels of stress among new graduate registered criminologists (RCrim)
working in law enforcement organization settings
QUAN: National survey of new RCrims working in LEO settings measuring levels of
workplace stress
QUAL: Personal interviews with 15–20 new RCrim working in LEO settings to discuss
their experiences with stressful workplace situations
SYNTHESIS: Sequential
2 VARIANTS OF EXPLANATORY SEQUENTIAL
1. FOLLOW UP EXPLANATION MODEL – Conduct follow up questions for additional

information to support the quantitative data.
2. PARTICIPATION SELECTION MODEL – Specify criteria for the selection of
participants for qualitative phase of research. Use of demographic characteristics
groups used in comparisons during quantitative phase; and individuals who vary on
select predictions.
QUAL data help explain QUAN data
b. Exploratory sequential - Qualitative data are collected and analysed first,

then quantitative data are collected and used to test findings empirically . Researcher will
explore. Reason why we should use this method. There is no research instrument to be
used. There is no guiding framework, variables are unknown, no theory to be used
QUAL IS DOMINANT
2 PHASE METHOD
VARIABLE ARE UNKNOWN, NO THEORY TO BE USED.
QUAL → QUAN Example:
AIM: Identify highest sources of workplace stress for new RCrim working in LEOs
QUAL: Focus group data collected from newly registered RCrim working in LEO within a
local area to discuss workplace stress
QUAN: QUAL data used to create a national survey administered to all RCrims working
in LEO about sources of workplace stress experienced within their first year of practice
SYNTHESIS: Sequential
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QUAL data inform collection of QUAN data, which verify QUAL data
2 VARIANTS OF EXPLORATORY SEQUENTIAL
1. INSTRUMENTALITY DEVELOPMENT MODEL / INSTRUMENT

DEVELOPMENT MODEL – to develop an instrument, researchers will conduct
pre-survey, researchers need to decide which data to use from qualitative data to
build quantitative instruments.
OBJECTIVE – to develop research instrument. How? QUAL – QUAN
2. TAXONOMY DEVELOPMENT MODEL - The main aim of taxonomy is to identify,

characterise, classify and give specific names to all the living organisms according
to their characteristics.
c. Parallel - Qualitative and quantitative data collected and analysed

concurrently
Sabay ang collection, interpretation, analyzation to arrive into conclusion.
2 variants
1. CONVERGENCE MODEL – emerge to come up to a validated result or overall result.

Separate collection of QUAL and QUAN and MERGE
2. DATA TRANSFORMATION MODEL – Transform the data, collect, interpret, analyzed
the results for quantitative and qualitative then transform it
3. VALIDATING QUANTITATIVE DATA MODEL – get qualitative data to validate
quantitative data.
4. MULTI-LEVEL RESEARCH – look for the data from different level of research then
merge to arrive in an overall interpretation to come up with single result QUAL +
QUAN Example:
AIM: Identify sources of stress for RCrim working in LEO settings, personal coping
strategies used and types of programs or support systems provided by organizations
QUAN: National survey of all RCrims working in LE departments, based on the

literature, to identify common sources of stress and methods of support used by
employers to reduce RCrim stress
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QUAL: Focus groups and interviews with a random selection of RCrims working in LEO
to broaden understanding of different sources of stress and personal coping strategies
used
SYNTHESIS: Data integration during interpretation phase after QUAN and QUAL data
analyses
d. Nested - Can be either QUAL or QUAN main design with the alternative
paradigm embedded within the study to answer a complementary question
EMBEDDED DESIGN
qual – konting information
EXPERIMENTAL MODEL – UNDER QUANTITATIVE RESEARCH – if the result is not

yet fully satisfied, it needs qualitative data
CORRELATIONAL MODEL – UNDER QUANTITATIVE RESEARCH – if the results is

not yet fully satisfied it needs qualitative data. QUAL + quan or QUAN + qual
Example:
AIM: Test an online peer support program designed to reduce workplace stress for new
RCrims working in LEOs
QUAN: Randomised controlled trial to test online program effect on stress levels and
intention to remain working in the LEO
QUAL: Interview nested in the RCT, focused on user experiences of the online program
SYNTHESIS: qual analysis embedded within the main QUAN study

(Halcomb E , Hickman L . Mixed methods research. Nurs Stand 2015;29:41–7)
2. Specific Research Designs
a. Action Research Design - a process for improving educational practice. Its

methods involve action, evaluation, and reflection. It is a process to gather evidence
to implement change in practices. Action research is participative and collaborative.
Action researcher and a client collaborate in the diagnosis of the problem and in
the development of a solution based on the diagnosis.
Focuses on understanding the real life of a person, digging deeper, getting the
detailed information of the respondent.
b. Case Study Design - The general purpose of a case study is to: → describe an
individual situation (case), e.g. a person, business, organisation, or institution, in
detail; → identify the key issues of the case (your assignment question should tell
you what to focus on); → analyse the case using relevant theoretical concepts from
your unit
Find the relationship of dependent and independent variable, cause and effect of
an event or phenomenon
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c. Causal Design - assist researchers in understanding why the world works the way
it does through the process of proving a causal link between variables and by the
process of eliminating other possibilities
d. Experimental and Quasi-Experimental Design - Like a true experiment, a

quasiexperimental design aims to establish a cause-and-effect relationship
between an independent and dependent variable. However, unlike a true
experiment, a quasiexperiment does not rely on random assignment. Instead,
subjects are assigned to groups based on non-random criteria
Experimental- focus on control variables

Quasi experimental – using semi controlled variables to identify cause and effect
e. Cohort Design - identifies a group of people and follows them over a period of time.
The aim is to look at how a group of people are exposed to different risk factors
which may affect their lives. Cohort studies can look at many different aspects of
people's lives, including their health and/or social factors.
A longitudinal study in which researchers monitor and observe a chosen population

over an extended period of time. It takes several years. Especialization, compare
identify if the outcome will happen to them.
f. Cross-Sectional Design - are used for population-based surveys and to assess the
prevalence of diseases in clinic-based samples. These studies can usually be
conducted relatively faster and are inexpensive. They may be conducted either
before planning a cohort study or a baseline in a cohort study
At one time
COHORT DESIGN analyzes data variable collected at one given point in time
across a sample population or a pre-defined subset.
g. Longitudinal Design - allow researchers to follow their subjects in real time. This
means you can better establish the real sequence of events, allowing you insight
into cause-and-effect relationships
Researchers repeatedly examine the same individuals to detect any changes that
might occur over a period of time
h. Historical Design - enables you to explore and explain the meanings, phases and
characteristics of a phenomenon or process at a particular point of time in the past.
Investigate past events
i. Descriptive Design - aims to accurately and systematically describe a population,

situation or phenomenon. It can answer what, where, when and how questions, but
not why questions. A descriptive research design can use a wide variety of research
methods to investigate one or more variables. Describe
j. Exploratory Design - is carried out when a topic needs to be understood in depth,
especially if it hasn't been done before. The goal of such a research is to explore
the problem and around it and not actually derive a conclusion from it
Investigates research questions that have not previously been studied in depth.
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k. Meta-Analysis Design - are conducted to assess the strength of evidence present

on a disease and treatment. One aim is to determine whether an effect exists;
another aim is to determine whether the effect is positive or negative and, ideally,
to obtain a single summary estimate of the effect.
Systematically assess previous research studies to derive conclusions about that

body of research. A product of past research
RELIGION AND TIME
l. Observational Design - the purpose of an observational design is to allow

researchers to understand how participants would 'naturally' react in certain
situations. What determines the type of observational design used? The type of
observational design used depends on the setting and whether they will partake in
the activities being observed.
Observe participants and phenomena in their most natural settings, natual information
m. Sequential Design - Examines changes within individuals over time Examines

changes between participants of different ages at the same point in time Can be
used to examine cohort effects Can be used to examine time in history effects
Include elements of both cross sectional and longitudinal studies

n. Philosophical Design - deals with the source, nature and development of knowledge.
In simple terms, research philosophy is belief about the ways in which data about
a phenomenon should be collected, analysed and used.
Deals with the source, nature and development of knowledge
C. According to Process
1. Pure Research – It aims to discover basic truths or principles. It is intended

to add to the body of scientific knowledge by exploring the unknown to extend the
boundaries of knowledge as well as to discover new facts, and learn more accurately the
characteristics of known without any particular thought as to immediate practical utility.
Basic truth or principles
2. Applied Research – It involves seeking new applications of scientific

knowledge to the solution of a problem, such as the development of a new system or
procedure, new device, or new method in order to solve the problem. The problem is
identified and a new system or new method is applied in order to solve the problem.
3. Action Research – This is decision oriented research involving the

application of the steps of the scientific method in response to an immediate need to
improve existing practices.
D. According to Locale
1. Library Research – This is done in the library where answers to specific

questions or problems of the study are available.
2. Field Research – Is conducted in a natural way setting. No changes are
made in the environment.
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a. Descriptive Method – Involves the description, recording, analysis

and interpretation of data gathered that are relevant to the topic or subject of
research.
b. Experimental Method – It is a problem-solving approach that is

expected to reveal cause and effect relationship. The process will entail knowing
the condition under which an event occurs, and to observe the whole transaction
closely to be reasonably sure causation is present.
c. Laboratory Research – The research is conducted in artificial or

controlled conditions by isolating the study in a rigorously specified and
operationalized area.
TOPIC 2
DEVELOPING CHAPTER 1 AND ITS FORMAT: THE PROBLEM AND ITS SETTING
The “Problem and its Setting” is the Introduction chapter in most academic researches.
The author preferred Chapter I of a thesis or dissertation have “The Problem and its
Setting” as its chapter title to include other components of the chapter besides the
Introduction. The Introduction would be the first sub-heading of Chapter I.
Chapter I: The Problem and its Setting should consist of the following parts:
Introduction
Background of the study
Statement of the Problem/ Hypothesis
Theoretical Framework
Conceptual Framework/Operational Framework
Significance of the Study
Scope and Delimitations of the Study
Definition of Terms
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
The introduction introduces the about problem of the study. It presents the specific
problem under study and describes the research strategy. Why is this problem important?
How do the hypothesis and research design relate to the problem? What are the
theoretical implications of the study, and how does the study relate to previous work in
the area? What theoretical propositions are tested, and how were they derived?
A good introduction answers the previous questions in a paragraph or two, and by
summarizing the relevant arguments and the data, gives the reader a firm sense of what
was done and why.
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Generally, the Introduction should be able to present the scenario of the study
from a macro-to a micro-perspective. This part is the opening salvo of the author after the
reader browsed
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the Abstract. The mood of the introduction should encourage the readers to continuously
read further “inner” details of the study starting in 1 to 2 pages by making the readers
informed or aware about the study. The last part in the Introduction gives a “preview” of
the study-its purpose and research objectives. This part should serve as transition
statement to the Background of the Study.
Background of the Study
In developing the Background of the Study, discuss the literature, but do not include an
exhaustive historical review. The detailed discussion of relevant literature is in a separate
chapter already, known as Chapter II: Review of Related Literature. (Publication Manual
of the APA, 2001)
Boden, et al. (2006) presents the Background of the Study as a brief
autobiography of the question. This means that the researcher should present his own
experiences and describe how he became interested in the study, thus giving life to the
study.
The background of the study gives an overview of what the research is all about. This
part of the research study presents a situational analysis of the topic at hand, particularly
giving clear global, national, regional and local scenarios. Issues, contradictory results,
reactions, as well as controversies about the chosen topic will have to be discussed fully
providing scientific reasons for the need to undertake a research on the topic. Citations
are needed in this part of the thesis/dissertation.
In addition, the discussion should be done very thoroughly, indicating the rationale and
objectives of the research study.
This portion of the research study should clearly indicate its “why” aspect in order
to fully establish the need for the study. It is at this portion of the paper that the review of
literature has to be mentioned. The literatures shall strengthen the need to conduct the
study. It is best to use literatures within the past 10 years. Journals, theses,
dissertations, magazines, newspapers, speeches and other publications are very good
source.
In the development of ideas and presentation of facts, the importance of the study
has to be stated specifying the beneficiaries of the research. In every paragraph, the
researcher should be able to identify those who will benefit from the work and how each
of them will benefit from it.
Take note however, that there are no side headings used for importance of the study,
objectives, and review of literature. All these are integrated into the discussion and
presentation of the background of the study.
Indention should always be five spaces. The first character of the first word should
be typed on the sixth space.
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Statement of the Problem/ Hypotheses

The main problem is presented first in one paragraph using a declarative sentence.
This is followed by the specific problems, with an introductory sentence and numbered.
All specific research problems are in interrogative sentences.
Every research hypothesis is presented corresponding to its research problem.

Only specific problems shall have their respective hypothesis. The hypothesis for each
research problem shall state an answer to each. At times, depending on the nature of the
research work, a hypothesis may not be applicable. Take note that there is no null
hypothesis in this part of the research. All null hypotheses are placed in Chapter 2 under
treatment of data.
An example is provided below:
The main aim of this study is to find out whether or not a significant correlation
exists between values and teaching styles of faculty members in teacher education
institutions in the City of Laoag.
Specifically, it shall seek to answer the following questions:
1. What are the most preferred and most practiced instrumental and terminal values of
the respondents?
a. To what extent do the instrumental values determine the
terminal values?
b. How do the instrumental and terminal values of the respondents significantly vary
according to the moderating variables of: gender; age; educational attainment;
teaching classifications and subject assignment?
Hypothesis:
The most preferred and most practiced instrumental value is
“being loving” while the terminal value is “salvation.”
a. Instrumental values determine the terminal values to a great extent.
b. Instrumental and terminal values significantly vary according to the moderating
variables of: gender; age; educational attainment; number of years of teaching
experience; teaching status; teaching classifications and subject assignment.
2. What teaching style is preferred by the respondents?

a. How do their teaching styles significantly vary according to the moderating
variables?
Hypothesis:
The humanist orientation teaching style is preferred by the respondents.
a. The respondents’ teaching styles significantly vary
according to the moderating variables.
3. What is the level of correlation between:

a. moderating variables and respondents’ instrumental and
terminal values?
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b. instrumental and terminal values and teaching styles?

Hypothesis:
There is a high positive correlation between:
a. moderating variables and respondents’ instrumental and terminal values.

b. instrumental and terminal values and teaching styles.
Theoretical Framework
The Theoretical Framework presents the related theory in the study. This could be
a single theory or a multi-theory based on the study variables design. Each discipline has
particular set of theories that may be used to prove its usability in the study.
In presenting the theory in the study, the following should be included:
Name of the theory (1)

History and year the theory was recognized, created, or established (2). The
theorist (3). Then the theory statement (4).
Then, present the model of the theory. If there is no model, the researcher should
be able to have a graphical presentation of the model based on how the flow of the
variables are presented.
Further, the researcher should present the variables and the meanings of the
variables of the theory. This portion of the paper has to follow/reflect the thematic
organization or approach of all theories supporting the research study.
As described, the theoretical framework is a logical and systematic presentation of
the theories that lend support to the topic at hand. Only theories relevant to each of the
research problems are discussed. It is advisable to use center and side headings, or even
paragraph headings whenever necessary. This portion is very important because the
theories shall help in the interpretation of the research findings.
Conceptual Framework/ Operational Framework

The Conceptual Framework serves as the guide of the researcher in going about
his study because this part presents the conceptual variables based on the original model
of the theory. Either the entire theory or a part of it may be utilized in the study, depending
on the design of the study. The Conceptual Framework serves as THE MAP OF THE
RESEARCHER since it basically presents the independent variable/s and the dependent
variable/s of the study. In a way, the researcher could further validate if the theory was
applicable in the study in presenting the conceptual framework of the study.
The Operational Framework presents the real life variables that would be
measured in the study. This serves as a BASIS IN THE OUTPUT (i.e., proposed
educational program, research activities for promoting a research culture, an action plan)
after presenting the Summary, Conclusion, and Recommendations.
The three types of headings are illustrated below:
Center heading
Side Heading
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Xxxxx xxxxxxx xxxxxxxx xxxxxxx xxxxxx xxxxxxxxxxxx xxxxxxxx

xxxxxxxx xxxx. Xxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxx xxxxxxxxxxxx
xxxxxxxx.
Paragraph heading. Xxxxxxxxxxxxx xxxxxxx xxxxxxxx xxxxxxxxxxx xx.
Xxxxx xxxx xxxxxx xxx xxxxxxxx xxxxxxxx xxxxxxxx xxxxxxxx xxxxx.
Significance of the Study

The Significance of the Study presents the institutions and individual
beneficiaries to further strengthen the relevance of the study in the country, society or
community.
Generally, the beneficiaries are enumerated in the Significance of the study.

However, there are two ways of presenting the beneficiaries of the study.
• First, the beneficiaries are embedded in the statement of how the study would benefit
them.
• Second, the beneficiaries are stated before the statement on how the study would
benefit them.
Scope and Delimitations of the Study
The scope and delimitations of a research paper define the topic and boundaries
of the research problem to be investigated.
The scope details how in-depth your study is to explore the research question and
the parameters in which it will operate in relation to the population and timeframe.
The delimitations of a study are the factors and variables not to be included in the
investigation. In other words, they are the boundaries the researcher sets in terms of study
duration, population size and type of participants, etc.
Definitions of Terms
The definition of terms is a section which defines the different major variables down
to the measurable level. Through the definition of terms concepts are transformed into
constructs.
Operational definitions are very useful in developing a more reliable

questionnaire for a survey. Dictionaries usually do not provide good operational definitions
and often only contains synonyms of the concepts being studied. The words used by
common people or laymen usually provide good operational definitions.
In presenting the Definition of Terms, the words that are defined are enumerated
alphabetically. Before enumerating the words, mention if all the words were operationally
defined or combined with words which were gathered from a source. It could be phrased
this way: 1) The words were operationally defined based on how it was used in the study
or 2) The following words were a combination of those operationally defined and those
referred from the dictionary.
TOPIC 3
DEVELOPING CHAPTER II AND ITS FORMAT: REVIEW OF RELATED LITERATURE AND

STUDIES
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CHAPTER II
Review Related Literature and Studies

The review of Related Literature and Studies literally consists of all the references related
to the study, whether it is primary or secondary sources.
Primary Sources
These are first hand reports of facts, findings, or events. This is the original report
prepared by the researcher who conducted the study (Polit and Beck, 2006). These also
consist of interviews, minutes of the meetings, and reports which are accessible to the
researcher and were used in the study.
Secondary Sources
These are second hand accounts of events or facts. These are descriptions of
studies prepared by someone other than the original researcher. These also consist of
BOOKS, JOURNALS, MAGAZINES which were gathered from university libraries or
institutions which keeps large volume of written and electronic sources.
What should be read?

1. Research Literature. This is a body of academic work produced by researchers
working within or affiliated to academic institutions. Such work will normally be
published in academics, referred journals and books published by recognized
academic publishers.
2. The ‘Grey’ Literature – This term is often used to describe research reports
published by and/or for policy oriented organizations such as the government,
supranatural organizations.
3. Professional Literature. Professional bodies worldwide usually produce
publications, above and beyond newsletters, which aim to facilitate detailed
discussion of professional practice among practitioners.
4. Other Publications. These include newspapers, newsletters of organizations,
popular books and magazines.
Sections or Information to be Considered When Reading the Literature
Journals or empirical studies, whether online or printed, consist of distinct sections
that reflect the stages in the research process. These sections should be considered by
the researcher in conceptualizing his study variables and broadening one’s knowledge
about the focus of the study.
1. Introduction. Development of the problem under investigation and statement of

the purposes of the investigation.
2. Method. Description of the method used to conduct the investigation.
3. Results. Report of the results that were found.
4. Discussion. Interpretation and discussion of the implication of the results.
Further, when reading books or other reference materials other than journals and
empirical studies, the following may be considered by the researcher in broadening
his knowledge about his study:
1. Existing practices/scenarios about a particular event or phenomenon.

2. Problems encountered and other project implementation experiences on a
specific program.
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3. New definitions or new innovations applied in a specific aspect/program.
CONTENT OF THE REVIEW OF RELATED LITERATURE

1. Traditionally, literature reviews are arranged according to the type of reference
material, i.e according to literature, further sub-categorized into foreign and local,
and according to studies, further sub-categorized again into foreign and local. The,
ended with a Synthesis, which is a summary of all reviewed sources.
2. In a more conventional manner, literature reviews are arranged according to the
‘gist’ of the cited material followed by the Synthesis. The Synthesis consists of the
literatures that were useful/ have been useful in the study of the researcher, usually
according to the research questions. The distinctness of the study of the
researcher ends the Synthesis.
CITING THE REFERENCES
Citing references is the researcher’s personal appreciation for recognizing author/s
in their printed or online work, thus, avoiding incidence of plagiarism.
The basic principle for citing references is to include the author’s surname and year
the book or online article was published.
a. Quote the author verbatim and use quotation marks
b. Paraphrase the gist of the article.
1. The researcher may cite the author and the year at the end of the cited phrase,
sentence, or paragraph.
In order to provide the best care possible to patients, nursing staff needs to
be well-rested (Trinkoff, et al., 2006). One recommendation is for nurses to work
no more than 12 hours in 24-hours prior and no more than 60 hours in a 7day
period to reduce error-producing stress, inadequate sleep, fatigue and exhaustion.
Similar findings such as physical and mental deterioration were reported as a result
of progressive sleep problems (Kryger, 2004).
2. Another way to cite includes the author and the year as part of the cited phrase,
sentence, or paragraph.
According to Dr. Breus (2004) of the Cleveland Clinic, circadian rhythms

influence when, how much, and how well people sleep.
FORMAT OF IN-TEXT CITATIONS
When using the APA format, follow the author-date method of intext citation. In-text
citation means that the author’s last name and the year of publication for the source
should appear in the text, and a complete reference should appear in the reference list or
Bibliography at the end of the paper.
1. Jones (1998) compared student performance...
2. In a recent study of student performance (Jones, 1998)…
3. In 1998, Jones compared student performance…
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TOPIC 4
DEVELOPING CHAPTER III AND ITS FORMAT: RESEARCH METHODOLOGY
CHAPTER III
Research Methodology
Chapter III contains detailed description of the method and procedures that the
researcher utilizes to pursue the objectives of the study.
Research Design and Methodology

State and explain the research method used and why it was chosen. Be specific
about the research method, whether it is descriptive, experimental or historical. Mention
also the approach/es used in the study. For instance, if the descriptive method is used,
state whether the study adopted survey, correlational, case study, evaluative,
comparative, content analysis, or normative – survey. The narrative description should
mention what the research method is all about and how the variables are reflected using
such research method.
Population and Locale of the Study
Give a narrative presentation to include the population of the study, as well as the
SAMPLE POPULATION, if sampling is determined. Describe the respondents as to
profile vis-à-vis information contained in the research. Include the sampling technique
used in the choice of the respondents. Show the formula used indicative of the population
and the sample size.
In the narrative description of the respondents, specify the reason/s that they were
chosen. Whenever possible, a tabular presentation of the respondents’ characteristics
may be done after its textual explanation.
Table 1
Profile
________________________________________________________________
________________________________________________________________
---- ----- ---- ---- ---- Total
---- ----- ---- ------ -- ----
----- ------ ---- ------ -----
----- ---- ------ ------ -----
----- ---- ------ ------ -----

Total - - - - - - - - - - - - - - - -----
_______________________________________________________________________________
__________________________
_______________________________________________________________________________
__________________________
a. Sources of Data – The researcher identifies the sources of data that would be
collected and presented in the study. It may include place of origin, the channels
used to arrive at the data and the processes done to collect the data Sources of data
may include written sources such as census, lists, catalogs, records, and
surveys. Data taken from printed materials are usually the simplest to gather,
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however, there is a need to verify the authenticity of data sourced this way. Data
should only be taken from reliable offices and organizations.
DATA may also come from observations, interviews, and questionnaires.

Unlike the written sources of data, which were drawn from organizations, departments,
or offices, data coming from observations, interviews, and questionnaires are taken
from the initiatives of the researcher himself.
b. Respondents of the Study- This section presents the NUMBER OF

PARTICIPANTS involved in the study. It also gives the DESCRIPTION OF THE
RESPONDENTS in term of their position, classification, or demographic traits. The
description of the respondents may be presented in textual, tabular, or graphical form.
CLUSTER SAMPLING classify per district , classify, classify
MULTISTAGE SAMPLING
c. Sampling Procedures - it is used to get a representative sample of the respondents
from a population universe.
1. Probability Sampling – every member of the population universe has an equal
chance of getting selected.
i. Simple Random Sampling – This is perhaps the easiest among the probability
types. This technique is similar to the lotto methods, where the names of the members of
the population are placed in a box or bowl. The samples are taken by selecting one name
at a time until the desired number of respondents is obtained.
ii. Systematic Random Sampling – The concept of systematic random sampling is

similar to that of the simple random sampling except that the names of the respondents
are systematically arranged before selecting the respondents using a defined system.
For example, the names of the members of the population will be arranged alphabetically
after which the researcher will select every 10th name out of the list until the desired
number of respondents is taken.
iii. Use of the Table of Random Numbers - In this type

of probability sampling, the members of the population are systematically arranged, say in
alphabetical order. The samples are selected based on a table of random numbers which
can be found in most books in statistics. The use of the table of random numbers assures
that the samples will be taken without bias.
iv. Stratified Random Sampling – This type of probability sampling makes use of any of
the three types of random sampling previously mentioned; however before doing so, the
researcher groups the members of the population according to a certain criteria or
strata. Then an equal percentage of the members in each strata is selected using any of
the previously discussed random sampling techniques.
2. Non-probability sampling (biased sampling) – members of the population do not

have equal chances of being selected as respondents.
i. Convenience Sampling. This is done by choosing the sample depending on the
convenience or accessibility of the samples to the researcher.
ii. Purposeful sampling. This means that the inquirer selects individuals and sites
for study because they can purposefully inform an understanding of the research
problem and central phenomenon in the study.
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iii. Snowball Sampling. Seeking few potential respondents and asking them whether
they know of anybody with the same characteristics that you are looking for in your
research
iv. Maximum Variation Sampling. Purposefully picking a wide range of variation on

dimensions of interest...documents unique or diverse variations that have emerged in
adapting to different conditions. Identifies important common patterns that cut across
variations.
To obtain information about the significance of various circumstances for
processes and outcome (e.g. three to four cases that are very different on one dimension:
e.g. largest, median and smallest size; government, aided, not-for-profit and commercial
funding patterns; city, town and rural area).
v. Homogenous Sampling. Getting a sample with identical or similar

characteristics Ex. All women who experienced sexual abuse
Focuses, reduces variation, simplifies analysis, facilitates group interviewing; used
in grounded theory
vi. Extreme or Deviant Case. Sampling cases that are unusual or that are
unusually at the far end(s) of a particular dimension of interest, such as outstanding
success/notable failures, top of the class/dropouts, exotic events, crises. To obtain
information on unusual cases, which can be especially ‘problematic’ or especially ‘good’.
vii. Theoretical Sample. The process of data collection for generating theory whereby
the analyst jointly collects, codes, and analyzes his data and decides what data to collect
next and where to find them, in order to develop the theory as it emerges” (Glaser and
Strauss, 1967). The sampling process is entirely controlled by the emerging theory and
is common in grounded theory.
viii. Intensity Sampling. Information-rich cases that manifest the phenomenon
intensely, but not extremely, such as good students/poor students, above average/below
average.
ix. Politically Important Sampling. Attracts attention to the study (or avoids
attracting undesired attention by purposefully eliminating from the sample politically
sensitive cases).
x. Criterion Sampling. All cases that meet a set of criteria are selected. In criterion
sampling it is important to select the criteria carefully, so as to define cases that will
provide detailed and rich data relevant to the particular research problem.For example, in
PHENOMENOLOGICAL RESEARCH, criterion sampling will mean getting as sample
those that have experienced the phenomenon
xi. Volunteer Sampling. Samples are often drawn through advertising, requesting
people to volunteer to participate in the study. This can be particularly useful when
potential participants are dispersed throughout the community or difficult to contact
directly. However, volunteer samples are typically biased in particular ways.
Methods of Determining of Sample Size

1) Arbitrary method – may take on the guise of a “rule of thumb” statement regarding
the sample size Ex. 5% OF THE POPULATION
2) Cost-based method – sample size is determined by the budget available
3) ) Statistical analysis approach- is used to analyze subgroups within a sample
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4) Confidence interval approach – applies the concept of variability, confidence

interval, sampling distribution, and standard error of a mean or a percentage to
create a valid sample.
5) Determination of Sample Size – if the sample survey is used and because the
total number of cases or population (N) is large, sample size must be determined
by using a formula:
Ss= NV+ [(Se)2 x (1-p)] NSe +[(v)2

x p(1-p)] Where:
Ss= sample size
N= total # of population
V= value (2.58) of 1% level of probability with 0.99 reliability
(level of confidence) Se= sampling error (0.01)/margin of error p=
largest possible population/proportion
Example: Let:
Ss= NV+ [(Se)2 x (1-p)]
NSe +[(V)2 x p(1-p)]
Ss = 700 (2.58)+(0.01)2 x (1-0.50)
700(0.01)+ (2.58)2 x 0.50 (1-0.50)
= 1806+0.0001 x 0.50
7+6.6564 x 0.50 (0.50)
= 1806 + 0.00005
7 + 1.6641
Ss = 208
Sample Size in Qualitative Research:

One general guideline in qualitative research is not only to study a few sites or individuals
but also to collect extensive detail about each site or individual studied.
The intent in qualitative research is t to elucidate the particular, the specific
(Pinnegar & Daynes, 2006).
Data Saturation- The general rule in qualitative research is that you continue to
sample until you are not getting any new information or are no longer gaining new
insights.
Data Gathering Tool
Present a narrative description of the DATA GATHERING INSTRUMENT. The

description is focused on the kind of items in the instrument, how items are answered,
and how it was constructed. Be very clear on the basis/bases of the items of the
instrument, be it a questionnaire, observation guide, or interview schedule. The validation
process has to be explained thoroughly, whenever applicable. It is worth mentioning the
instrument’s reliability and validity coefficients and the type of validity and reliability used.
In case the data gathering instrument was not constructed, but is a ready-made
tool, like a rating scale or a psychological test, it is still necessary to mention its reliability
and validity levels and the processes undertaken by the author. Proper citation about the
author is expected.
Append a copy of the instrument in the appendix portion.
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d. Instruments – In this section, the researcher describes fully all the tools and
instruments employed to pursue the objectives of the study. Instruments are tools or
devices utilized by the researchers in order to answer the specific problems raised in
Chapter 1 of the research paper.
1. Standardized Instruments – These refers to instruments in the form of
questionnaires, survey forms, interview and observation forms that have been
prepared and validated previously by experts in the field. ADOPT
2. Researcher-made Instruments - These refers to instruments in the form of
questionnaires, survey forms, interview and observation forms that have been
prepared and validated by the researcher himself.
Data Gathering Procedure
Give a narrative description on the steps undertaken in data gathering. The discussion
should include the specifics of the procedures of the entire research process.
The steps taken in order to gather the data needed in the study are discussed in
detail in this segment. It includes how permission to conduct the study is obtained. It also
includes the instructions given to the respondents before answering the instruments.
Treatment of Data
This section identifies and describes the statistical tools employed to interpret and
analyze the data obtained in the study. It outlines the PROCEDURES AND FORMULA
USED to quantify the data and to make decisions regarding the hypotheses formulated in
Chapter I.
For quantitative research, all statistical tools have to be presented including how
these were used and their formulae. Handin-hand with the statistical tools are the
corresponding null hypotheses, if these were the bases in the analysis of the findings.
An INTRODUCTORY SENTENCE of the chapter is made before the explanation
on treatment of data.
All scales of measure of research variables have to be placed under this part of
the manuscript.
A. Quantitative Data Analysis

1. Displaying Univariate Distributions
a. Tables
b. Graphs
c. Frequency Distributions
d. Ungrouped Data
e. Group Data
2. Descriptive Statistics
a. Introduction (Intuition and Use)
b. Central Tendencies
c. Dispersion
d. Correlation (Parametric and Non-Parametric)
3. Inferential Statistics
a. Introduction (Intuition and Use)
b. Parametric Test
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c. Non- Parametric
d. Other Non-Parametric Test
4. Test of Significance
B. Qualitative Data Analysis

1. Ethnography
2. Ethnomethodology
3. Qualitative Comparative Analysis
4. Narrative Analysis
5. Conversation Analysis
6. Case-Oriented Understanding
7. Grounded Theory
8. Textual Analysis
9. Thematic Analysis
10. Computer-Assisted Qualitative Data Analysis
TOPIC 5 DEVELOPING CHAPTER IV, PRESENTATION, INTERPRETATION,

AND ANALYSIS OF DATA
This chapter integrates the findings or the results of the study after data gathering. After the
data tables are prepared with its corresponding frequencies and percentages, the researcher
could either present it in pie chart, bar graph, or column chart, or simply in a table format.
Components of CHAPTER IV
A. PRESENTATION
When presenting the results of the study, the researcher should organize it
according to the research questions finalized in Chapter I. The researcher may present
the findings of the study either through a chart, graph, or table.
There are different ways to present the data in a study; usually through charts. According
to Zalazny (1985), charts are important forms of language (in presenting data).
1. Component Comparison – In a component comparison, data are presented showing the
size of each part as a percentage of the total.
2. Item Comparison – In an item comparison, the purpose of the researcher is to compare
how things rank: Are they about the same? Or is one more or less than the others? Words
indicating larger than, smaller than, or equal are clues to an item comparison.
Using charts, this is usually presented through column charts, bar charts, or stacked
charts.
3. Time Series Comparison – The purpose of the researcher in using this is to show how
results change over time, whether the trends over weeks, months quarters, or years is
increasing, decreasing, or remaining constant. This kind of comparison is presented
through histograms wherein the results of the study are presented covering several years
or gaps in years. This is applicable in long term studies that extend several years or gaps
in between years.
4. Frequency Distribution Comparison – This kind of comparison shows how many items
fall into a series of progressive numerical ranges. However, results are preferred to be
expressed more in percentages than in frequency.
5. Correlation Comparison – A correlation shows whether the relationship between two
variables follows –or fails to follow – the pattern that researchers would normally expect.
Words usually used in this kind of comparison are related to , increases with, decreases
with, changes with, varies with, or does not increase with.
B. INTERPRETATION
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Data interpretation, according to Mercado (2006), is the process of describing the data in
each table relative to each objective of the study.
In interpreting the data, the researcher has to highlight the results of the study through
the following: 1) trends or patterns based on how it is presented in the graph or chart, 2) highest
and percentages of the results either in comparative or descriptive manner, 3) similar results, 4)
other significant results.
Guidelines in Data Interpretation (Mercado 2006)
1. Review and recall the study objectives.
2. Use objectives as guides in interpreting tables.
3. Present interpretation together in one part and present all tables in another part when
rushing the report.
4. Start or end a paragraph with a generalization describing or interpreting each table.
5. Support each generalization with data derived or taken from the appropriate table.
6. Round off all percentages when interpreting data for easier recall, but not the mean scores.
7. In case of inconsistency between the table data and the interpretation, adjust the narrative
interpretation to the table data.
8. Focus on extreme data (highest and lowest % or mean score) in interpreting tables. Do not
mention all categories, percentages, and mean scores because it might confuse the
readers. If they want details, they can look at the table.
9. Use charts and illustrations when necessary to make data interpretation interesting.
10. Discuss reasons to explain some results or findings based on review of related literature,
observation, or impression.
11. Use short simple words, sentences, and paragraphs in interpreting tables.
C. ANALYSIS
Presentation of results does not end until data interpretation only. Data Analysis should
present the meat of this chapter because this is the part where the researcher should discuss if
the results of his study correspond with other studies based on the review of related literature. By
referring to related references in Chapter II, the researcher gives the reader a deeper insight on
the findings of the study. Further, according to Nieswiadomy (2004), the researcher should also
discuss if the findings either supported or failed to support the theoretical or conceptual framework
that was tested.
Opinions are not considered in Data Analysis unless the researcher is a proven expert on
that field with various experiences on the particular study.
CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
Make an introductory paragraph about this chapter.

Narrative description of findings are discussed before the tabular presentation of data. Avoid
reading of tables, instead, analysis and interpretation of data shall focus on implications,
meanings and reasons that these are so.
Discussions have to go beyond data.
It is important to note that implications and meanings of data refer to the ‘why” aspect of
such findings. Explanations are necessarily made in order to provide meanings to the findings.
For instance, if there happens to be a significant difference on the level of performance of female
students in mathematics reasons for this have to be presented. Explanations may be anchored
on a general statement that the male group performs better in mathematics, but is not so in this
particular research finding.
Confirmation or disconfirmation of the research hypotheses and/or acceptance or rejection
of the null hypotheses are stated with corresponding implications, too.
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Corroboration of findings is necessary to support and confirm the current research finding.
Results of past researches and theories have to be cited properly and related to the research at
hand. In cases where there happen to be contradictory results between or among past
researches, present research and theories, then, explanations need to be presented, too.
A common error to be avoided in the analysis and interpretation of data is when
recommendations are stated in this chapter.
After all data have been presented, analyzed and interpreted on a per problem basis, a
synthesis of the findings is made. Synthesis means a discussion of the interrelationship of
findings. This provides generalizations about the entire study (Clinching Paragraph).
Note: Separate your findings (results) from your analysis and interpretation (discussions).
DEVELOPING CHAPTER V AND ITS FORMAT, SUMMARY, CONCLUSIONS AND TOPIC 6
RECOMMENDATIONS
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY
The Summary is not the Abstract of the study. The Abstract, which precedes the Table of
Contents, consist of the summary of the entire study. On the other hand, the Summary in Chapter
V of the study highlights the results of each question by research question.
In most studies, the Summary starts with the statement of the problem to provide a review of the
research questions to the reader. Then, it highlights the results, which were presented by research
questions.
The discussion on statistical significance follows the highlights of the results of the study under
Summary. Since the Summary presents the highlights of the study, the statistical significance
should appropriately be placed in after the highlights of the results of the study to also emphasize
the results of the hypothesis statistically. Thus, the Conclusion would only present the answers to
the research questions based on the results of the study and statistical inferences.
CONCLUSIONS
The conclusions answer the research questions. According to Nieswiadomy (2004), the
conclusion answers the “So what?” question that might be posed to a research at the end of the
study. This is the part wherein the author demonstrates the meaning and worth of the research.
This is the researcher`s attempt to make generalizations based on the study findings. The findings
are bound to the data; the conclusions are based on the data. Therefore, the researcher has some
freedom to go beyond the data when presenting the conclusions. Although, subjectivity may enter
the researcher’s formulation of the study conclusions, personal experiences and opinions should
not influence the conclusion.
Further, according to Moore (1987), when drawing conclusions, researchers should be aware
that they have, by this stage, probably looked more closely at the problem than most other people.
They are therefore in a position to make subjective comments, which should carry some weight.
If the evidence for a particular conclusion is lacking, but the researcher is confident in making the
conclusion all the same, it is worth reinforcing it with a relevant phrase, such as “While not entirely
borne out by the evidence, the researcher did feel this to be the case.” This part should also be
systematically presented by research questions. In most studies, the Conclusion is in enumerated
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format to give emphasis on what research questioned is being addressed. The APA Manual
(2001) suggests that the concluding section may be brief or extensive, provided that it is tightly
reasoned and selfcontained. In this section, the researcher might address the following sorts of
issues:
 Problem Choice: Why is this problem important? What larger issues, those that
transcend the particulars of the subfield, hinge on the findings? What propositions
are confirmed or disconfirmed by the extrapolation of these findings to such
overarching issues?
 Levels of Analysis: How can the findings be linked to phenomena at more

complex and less complex levels of analysis? What needs to be known for such
links to be forged?
 Application and Synthesis: If the findings are valid and replicable, what real-life
psychological phenomena might be explained or modeled by the results? Are
applications warranted on the basis of this research?
RECOMMENDATIONS
Generally, the Recommendations present the specific actions, plans, or programs, which are
strongly suggested by the researcher based on the results of the study. Ideally, the
recommendations should be specifically addressed to the beneficiaries of the study, which were
mentioned under the Significance of the Study (Chapter I) to guide prospective researchers on
how the study could help a particular institution, community, or individual.
On the other hand, Mercado (2006) suggest that the recommendations present the actions that
should be taken by the parties concerned in the activity, project, program or policy. Good
recommendations are directed to those who are tasked to implement them.
Another important component of the Recommendations is a prospective “angle” of a research
work if ever future researchers are interested to come up with a similar study.
Recommendations generally concern future research that is needed. A suggestion may be that
the study be replicated. Another suggestion may concern further development of the instrument
or use of a larger sample size. Recommendations should consider the limitations of the present
study and the findings of previous studies (Nieswiadomy, 2004).
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TOPIC 7
PRELIMINARY PARTS OF A RESEARCH
THESIS TITLE TO BE TYPED USING
ALL CAPITAL LETTERS
IN A PYRAMIDAL
FORM
A Thesis Presented to
the Faculty of the Criminal Justice Education
Data Center College of the Philippines
In Partial
Fulfillment
of the Requirements for the Degree
(specify the academic program being pursued)
by
FIRST NAME MIDDLE NAME FAMILY NAME
Month and Year of the defense
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APPROVAL SHEET
This thesis/dissertation entitled TYPE TITLE IN CAPITAL

LETTERS prepared and submitted by FIRST NAME MIDDLE INITIAL
FAMILY NAME in partial fulfillment of the requirements for the
degree of TYPE DEGREE IN CAPITAL LETTERS, has been examined and
is recommended for acceptance and approval for oral examination.
Approve for the course (indicate the coourse) by the committee
on oral examination on _____, (year) with grade of ___.
NAME OF ADVISER, Degree

Adviser
Thesis Committee
Member Chairperson
Accepted and approved by in partial fulfillment of the

requirements of the course (course) leading to the degree,
(degree)
NAME, Degree
Dean, CCJE
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THESIS ABSTRACT
Title: ALL CAPITALS
1.1 Total No. of Pages:

1.2 Text No. of Pages:
Researcher/s: ALL
CAPITALS
Type of Document: Thesis
Type of Publication: Unpublished
Keywords: Abstract:
The Cambridge English Dictionary defines an abstract in
academic writing as being “a few sentences that give the main ideas
in an article or a scientific paper” and the Collins English
Dictionary says “an abstract of an article, document, or speech is
a short piece of writing that gives the main points of it”.
The aim of a thesis abstract is to give the reader a broad
overview of what your research was about and what you found that
was novel, before he or she decides to read the entire thesis.
A good abstract is one that can clearly explain to the reader
in 300 words:
a. What your research field actually is,

b. What the gap in knowledge was in your field,
c. The overarching aim and objectives of your PhD in
response to these gaps,
d. What methods you employed to achieve these,
e. Your key results and findings,
f. How your work has added to further knowledge in your
field of study.
Another way to think of this structure is:
Rationale/Background
Give a brief discussion of the rationale and objectives of the

research study.
Summary
Include the research problems, hypotheses, methodology and

statistical treatment of data. Major Findings
The following are the major findings of the study:

1.
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2.
3.
4.
Conclusions
In light of the findings of the study, the following

are the conclusions:
1.
2.
3.
4.
Recommendations
In relation with the findings and conclusions of this research,

the following are recommended:
1.
2.
3.
4.
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ACKNOWLEDGEMENT
Make an introductory sentence or preliminary sentence about

this page as part of the thesis. Acknowledge those who you think
have contributed to your work. Always use the third person point
of view.
Mention the name, and how this person has helped you;
Followed by the next person, and so on.
Limit this part to two (2) pages only.
Thank you very much.
3 single spaces from the last line

Your INITIALS
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DEDICATION
This page is intended for those to whom the researcher wants to

dedicate his/her work. The first person point of view is allowed.
nickname
TABLE OF CONTENTS
PAGE
TITLE PAGE . . . . . . . . . . . . . . . . . . . .
APPROVAL SHEET . . . . . . . . . . . . . . . . . .
ABSTRACT . . . . . . . . . . . . . . . . . . . . .
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . .
DEDICATION . . . . . . . . . . . . . . . . . . . .
TABLE OF CONTENTS . . . . . . . . . . . . . . . . .
LIST OF TABLES . . . . . . . . . . . . . . . . . .
LIST OF FIGURE/S . . . . . . . . . . . . . . . . .
CHAPTER I: THE PROBLEM AND ITS SETTINGS
Introduction . . . . . . . . . . . . . .
Background of the Study . . . . . . . .
Statement of the Problem/ Hypotheses . .
Theoretical Framework . . . . . . . . .
Conceptual/ Operational Framework. . . .
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Significance of the Study. . . . . . . .

Scope and Delimitations of the Study. . .
Definition of Terms. . . . . . . . . .. .
CHAPTER II: REVIEW RELATED LITERATURES AND STUDIES

LITIRATURE 1 TITLE. . . . . . . . . . .
LITIRATURE 2 TITLE. . . . . . . . . . . . CHAPTER
III. RESEARCH METHODOLOGY
Research Design and Methodology . . . . .

Population and Locale of the Study . . . .
Data Gathering Tools . . . . . . . . . . .
Data Gathering Procedure . . . . . . . . .
Treatment of Data . . . . . . . . . . . .
CHAPTER IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Xxxxxxxxxx . . . . . . . . . . . . .
Xxxxxxxxxxxxxxxx . . . . . . . . . .
CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Conclusions . . . . . . . . . . . .
Recommendations . . . . . . . . . .
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . .
APPENDICES
A xxxxxxxxxxxxx . . . . . . . . . . . . . . .
B xxxxxxxxxxxxxxxxx . . . . . . . . . . . . .
C xxxxxxxxxxxxx . . . . . . . . . . . . . . .
CURRICULUM VITAE . . . . . . . . . . . . . . . .
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LIST OF TABLES
Table No. Table Title Page
1 xxxxxxxxxxxxxxx . . . . . . . . . . . . . . . .
2 xxxxxxxx . . . . . . . . . . . . . . . . . . .
3 xxxxxxxxxxxxxxxxxx . . . . . . . . . . . . . .
4 xxxxxxxxxxxxxxxxxx . . . . . . . . . . . . . .
5 xxxxxxxxxxxxxxxx . . . . . . . . . . . . . . .
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LIST OF FIGURES
Figure Page
1 xxxxxxxxxx . . . . . . . . . . . . . . . . .
2 xxxxxxxxxxxx . . . . . . . . . . . . . . . .
3 xxxxxxxxxxxxxxxx . . . . . . . . . . . . . .
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A researcher can use the embedded design to develop a research instrument – FALSE
The justification of someone’s knowledge through actual reasoning – RATIONALISM
Maroo used the exploratory design wherein her interview results will support her numerical
findings – FALSE
Maria needs additional explanation from the police officers to support further her findings on
the crime rate – FOLLOW-UP EXPLANATION MODEL
Maroo has the goal to determine the extent of implementation of flexible learning at their
school. Whereas students in the first year, second year, third year, fourth year, faculty, and
the school management are the target respondents to come up with an overall interpretation
of the results of her study. – MULTI-LEVEL RESEARCH
It is the merging power of positivism and interpretivism. – REALISM
Mario conducted a research study to understand more about the origin, nature, and
knowledge with regard to extra-judicial killings. This research design is called –
DESCRIPTIVE
The understanding of human action through biblical interpretation is called –
HERMENEUTICS
Maroo used the exploratory design wherein her interview results will support her numerical
findings. FALSE
Maria aimed to know the relationship of crime to the educational background of criminals.
To strengthen the findings, she will conduct interviews with the participants of the study.
What is the approach used by maria? – CORRELATIONAL RESEARCH/APPROACH
Maria needs to conduct an instant study to address child labor and teenage pregnancy at
their place. What type of research design should maria use to conduct the study? – ACTION
The systematic investigation to establish facts on an existing problem that was not known
before is called criminological research – FALSE
Marie aimed to validate her Quan data on crime rates among ladies by asking them open-
ended questions, This approach is – VALIDATING QUANTITATIVE DATA MODEL
Maria is exploring deeper the application of rehabilitation programs to inmates and their
impacts on their life through her research study. This research design is called – CASE
STUDY
Mario has the objective to find out the teenage pregnancy increase and its impact on the
participants with an in-depth interview with the latter. The approach is called –
EXPERIMENTAL MODEL
Mario has the goal of determining the emperical experiences of bullied students. What
design can be used? – PHENOMENOLOGIC STUDIES
Maroo conducts a study about drug abuse in youths with the use of interviews with the
participants. The research method is – QUALITATIVE
Mario has the objective of formulating new theory about LGBTQ crime trend. What design
can be used? – GROUNDED THEORY
Nested mixed research can have both qualitative and quantitative with equal weight. –
FALSE
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Mario qualitatively and quantitatively identify factors of crime rates increase and its impact
to the residence. From his initial findings. -DATA TRANSFORMATION MODEL
Maria conducted pre-survey as to the experience of the criminals inside jail, then it was
followed by the distribution of questionnaire to identify the number of inmates who
encountered those various experiences. – DESCRIPTIVE DESIGN
Maria selects her best responders for follow-up interview to support her quantitative findings
- PARTICIPATION SELECTION MODEL
Marie aimed to know the live experiences and cultures of the minorities – ETHNOGRAPHY
Maria believes that a research design is focused on the techniques of gathering information
and its various ways of analyzing them. – FALSE
Research design is the blueprint of a researcher. – TRUE
Research has the end goal in improving the human life. –TRUE
The idea of creating general conclusion knowledge to specific parts of knowledge -
DEDUCTIVE REASONING
Demonological possession exist to immoral people known to maria because she personally
witness a similar events to her friends – EMPIRICISM
Crime cannot be eradicated is the principle that can be justified through the actual event. –
PRAGMATISM
Mario gathered the specific facts of the case and then formulated general conclusions from
the said facts. This is referred to as INDUCTIVE REASONING
Maira aimed to know the nature and actual way of living of indigenous people in the
mountainous area through ocular observation and physical immersion in the IP . Maira
should use the term? OBSERVATIONAL DESIGN
Marie conducts a study about the level of curfew hours in their barangay. The research
method is?
The technical words are based on how it was utilized in the study. TRUE
Delimitations cover the population and timeframe of the study. FALSE
The guiding tool of the output of the study is the conceptual framework. TRUE
The introduction provides the synopsis of the study. TRUE
The statement of the problem is the map of the researcher to conduct his study. FALSE
The necessity to conduct the study must be stated in the introduction. TRUE
The informative statements are mentioned in the Statement of the Problem. TRUE
The relevance of the study will be noticed at the significance of the study. TRUE
The essence of the study and its beneficiaries must be mentioned in the background. FALSE
The background of the study show glimpse of the purpose and objectives of the study.
FALSE
The presentation of scenes of the study must be in specific to general view. FALSE
The scope informs you of the time extent of your study. TRUE
The inclusion of the researchers’ experience to the problem gives breath to the study. TRUE
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5 years old literatures are good source of information TRUE

The theory is used to extend the usability of the study. TRUE
FREQUENCY DISTRIBUTION – A collection of observations produced by sorting them into

classes and showing their frequency or numbers of occurences in each class.
LINE – a graphical display of information that changes continously overtime.
BAR/HISTOGRAM – An accurate representation of the distribution of numerical data.
Widely used in social research.
PIE/CIRCLE- A circular chart whose pieces add up to 100% possible to highlight certain
areas. The bigger the more that particular data was gathered.
GRAPH – A chart presenting the quantitative variations or changes of variable itself, or
quantitative changes of a variable in comparison with those of another variable or variables
in pictorial or diagrammatic form.
GRAPHS- are used to show trends in the data. To present the variations, changes and
relationships of data in a most attractive, appealing, effective and convincing way.
STATISTICAL ANALYSIS
STATISTICS – Is the science of conducting studies to collect, organize, summarize, analyze
and draw conclusion from data.
DESCRIPTIVE – summarizes or describes the important characteristics of known set of
data.
INFERENTIAL – used to say something about the larger group (population) using
information collected from a small part of population (sample)
IDENTIFICATION
 Mario gathered information based on his actual interview from the respondent. The source
of the information is an example of (one word) QUALITATIVE
 Mario gathered the specific facts of the case and then formulated general conclusions from
the said facts. This is referred to as (2terms) INDUCTIVE REASONING
 Mario conducted a research study to understand more about the origin, nature, and
knowledge with regards to Extra-Judicial Killings. This research design is called (1 term)
DESCRIPTIVE
 Maria used published policy reports from Bureau of Fire Protection to support her study.
This is an example of (2words) GREY LITERATURE
 Mario used the previous findings from the research of Maria, Marie, and Maroo about the
application of crime prevention strategies. Hence, Mario will come up with a better and
more reliable result for his study. This research design is called (1term) META-ANALYSIS
DESIGN
 A belief of a particular person can be considered as knowledge when it is justified and
verified through(1term) EPISTEMOLOGY
 Marie aimed to know the life experiences and culture of the minorities. What design can be
used? (1term) ETHNOGRAPHY
 The justification of someone’s knowledge through actual reasoning is called (1term)
RATIONALISM
 Mario has the objective of formulating new theory about LGBTQ crime trend. What design
can be used? (2terms) GROUNDED THEORY
 Not citing the author’s name and work that the researchers adds in his study will
commensurate to (one word) PLAGIARISM
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 Maria needs to conduct an instant study to address child labor and teenage pregnancy at
their place. What type of research design should Maria use to conduct the study? (one
term) ACTION
 Mario has the objective to find out the teenage pregnancy increase and its impact on the
participants with an in-depth interview with the latter. The approach is called (complete)
EXPERIMENTAL MODEL
 Maroo conducts a study about drug abuse in youths with the use of interviews with the
participants. The research method is (1term) QUALITATIVE
 “Crime cannot be eradicated” is a principle that can be justified through actual events. This
is called PRAGMATISM
 Previous studies published from different school institutions is an example of (complete)
RESEARCH LITERATURES
 Maroo administered a research study in 2010 up to date to compare the life situation of
children who belong to an offender-related family and a law-abiding family. This is called
(1term) COMPARATIVE
 It will serve to set the boundaries of the study. This is called (complete) SCOPE AND
DELIMITATIONS OF THE STUDY
 Maria aimed to know the relationship of crime to the educational background of criminals.
To strengthen the findings, she will conduct interviews with the participants of the study.
What is the approach used by Maria? (Complete) CORRELATIONAL RESEARCH
 Marie conducts a study about the level of curfew hours in their barangay. The research
method is (1term)
 Maria aimed to know the nature and actual way of living of indigenous people in the
mountainous area through ocular observation and physical immersion in the IP. Maria
should use the (1term) OBSERVATIONAL
 The understanding of human action through biblical interpretation is called (1term)
HERMENEUTICS
 Maria wanted to conduct a study to identify the source of the crime rate increase at their
place and its impacts on the community from purposely selected participants. This research
design is called (1term only) QUASI
 Defining terms of the study based on how it works/used on the study is called (1 word)
TECHNICAL
 A research method that answers the “why” of the study is (1term) QUALITATIVE
 The idea of creating a general conclusion of knowledge to specific parts of the knowledge.
This is called (2terms) DEDUCTIVE REASONING
 Mario noticed that the information drive about crime prevention is absent at their place.
Mario conducted a study to determine that cause of the problem from which he developed
an information drive system to use ad reach every people in their area. This research is
called (1term)
 Maroo has the goal to determine the extent of implementation of flexible learning at their
school. Whereas students in the first year, second year, third year, fourth year, faculty, and
the school management are the target respondents to come up with an overall
interpretation of the results of her study. This is called (complete) MULTI-LEVEL
RESEARCH
True or False
 Maria applied the case study design to describe and understand the findings of her study.
The statement is. FALSE
 The author’s name and the year of publication will be enclose in a parenthesis if the
researcher cited it at the beginning of the adopted work. FALSE
 Maria believes that a research design is focused on the techniques of gathering information
and its various ways of analyzing them. TRUE
 A researcher can able to conduct library research even if data are also available in the
community. The statement is. FALSE
 Research design is the blueprint of the researcher. TRUE
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 The Operational framework will serve as the map of the researcher. TRUE
 The section that will show the main problem of the study and its specific problems is on the
hypothesis. TRUE
 Research is a compilation and digestion of facts, opinions, or ideas. TRUE
 Parallel design is a two-phase method. FALSE
 The second paragraph under the theoretical framework will indicate how the theory works.
TRUE
 The background of the study will give the glimpse of the study to the reader. TRUE
 The systematic investigation to establish facts on an existing problem that was not known
before is called criminological research. FALSE
 Explaining how the recipients will take advantage on the study will answer the “Why” of the
study. FALSE
 Nested mixed research design can have both the qualitative and quantitative with equal
weights on its data. FALSE
 A research can use the embedded design to develop a research instrument for a study.
FALSE
 Research is not used for a partially solved problem. FALSE
 Research has the end goal of improving the quality of human life. TRUE
 The section that will drive the reader to read more about the study is the Background of the
study. TRUE
 Research can improve educational practices by lowering the quality of school products.
FALSE
 Theoretical framework will use theory related to the study to prove its usability. TRUE
 Maria used experimental research to conduct a study in a comprehensive and methodical
operation. The statement is. TRUE
 Maroo used the exploratory design wherein her interview results will support her numerical
findings. TRUE
 The section that the researcher will present the reason of conducting the study is on the
introduction. FALSE
 This is used to describe or summarize the characteristics of a sample or data set. It is called
as (complete) DESCRIPTIVE RESEARCH
 A procedure that every sample do not have an equal chance of getting chosen. This is
(complete) NON-PROBABILITY SAMPLING
 The process of selecting one sample at a time until the desired number of respondents is
gathered. This is (complete) SIMPLE RANDOM SAMPLING
 Marie used the ISO 25010 evaluation form which was the general tool in assessing system
development. The tool is an example of (1word) STANDARDIZED
 The general people are the possible respondents of the researcher. Hence, anyone who
would like to participate the study are the desired sample population of the study . This is
called as (complete) PROBABILITY SAMPLING
 The data gathered of the researcher was closely examined to identify the common themes .
This is the process of (complete) THEMATIC ANALYSIS
 The whole class of Maroo are the target respondents of Marie. However, the latter must
choose every fifth name of the students from the former class list as the desired respondents
of the study. This procedure is called (complete) SYSTEMATIC RANDOM SAMPLING
 The students of DCCP are the respondent of Mario for his study. He sets a criterion according
to program course, year level and gender of the students. After which, Mario selects students
_______________________________________________________________________________________________________________________________ CRIM

LAOAG CITY
one at a time according to the set criteria. This procedure is called. (complete) CRITERION
SAMPLING
 The number of sample population in the study of Maroo is based from her allocated fun. This
is called (1 word) COST-BASED
 The researcher must indicate in this section the beginning until the end process of gathering
data of the study. This is (complete) DATA GATHERING PROCEDURE
 The live experiences of student prostitutes is the study of Maroo, hence , the researcher must
purposefully choose her respondents who are prostitutes and at the same time student of a
school institution. The procedure must be ( complete) HOMOGENOUS SAMPLING
 A procedure that every sample has an equal chance of getting chosen (complete)
PROBABILITY SAMPLING
 The researcher indicates the overall descriptions of the respondents in the study. This section
is ( complete) POPULATION AND LOCALE OF THE STUDY
 The members of the New Peoples Assembly are the target respondents of Maroo, however,
the researcher know nothing of who are the members of the assembly, hence she asked
assistance to someone who can refer her to anyone close to any member of the assembly.
This procedure is called ( complete) SNOWBALL SAMPLING
 Mario needs to stop n conducting interview from his respondents because he is not gathering
any new information about the study. This is called ( complete) DATA SATURATION
DEFINITIONS OF TERMS- defines the different major variables down to the measurable
level
Scope and delimitations of the study- the topic and boundaries of the research problem
to be investigated
Significance of the study- presents the institutions and individual beneficiaries to further
strengthen the relevance of the study in the country, society or community.
Conceptual framework or operational framework-the guide of the researcher in going
about the study. Explain t. presents the real life variables that would be measured in the
study
Theoretical Framework – history and year the theory was recognized, created or
established. The theorist. theory statement. The model of the theory. Explain the relationship
to your study.
INTRODUCTION
Introduces the about problem of the study
able to present the scenario of the study from a macro-to introduces the about a micro-
perspective encourage the readers to continuously read further "inner" details of the study
"preview" of the study
BACKGROUND OF THE STUDY
brief autobiography of the question
overview of what the research is all about
_______________________________________________________________________________________________________________________________ CRIM

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rationale and objectives of the research study.

"why" aspect of the study
importance of the study
STATEMENT OF THE PROBLEM
The main problem is presented first in one paragraph using a declarative sentence.
This is followed by the specific problems, with an introductory sentence and numbered. All
specific research problems are in interrogative sentences.
NON-PROBABILITY SAMPLING
Judgmental sampling or purposive sampling- the researcher chooses the sample based
on who they think would be appropriate for the study. This is used primarily when there is a
limited number of people that have expertise in the area being researched.
Quota sampling- this is type of sampling depends of some pre-set standard. It selects the
representative sample from the population. Proportion of characteristics/ traits in sample
should be same as population. Elements are selected until exact proportions of certain types
of data is obtained or sufficient data in different categories is collected.
In studying the problems of middle class working people in a state, the first stage will be to
pick up a dew distinct in the state. The next stage will be pick up few rural and urban areas
randomly for the study. In the third stage, a few families belonging to the middle class will
be pick up. The last stage will be that of selecting working couples out of these families.
Sample is the subset of the population. The process of selecting a sample is known
sampling.
A sample is a smaller ( but hopefully representative) collection of units from population
used to determine truths about that population” (field, 2005)
Methods of Determining of Sample Size
1) Arbitrary method - "rule of thumb"
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2) Cost-based method - budget available, fund

3) Statistical analysis approach- analyze sub-groups within a sample
4) Confidence interval approach - applies the concept of variability, confidence interval,
sampling distribution, and standard error of a mean or a percentage to create a valid
sample.
5) Determination of Sample Size -sample survey is used and the total number of cases
or population is large, sample size must be determined by using a formula:
Slovins Formula
It is used to compute for the sample size in a study given the total population and margin of
error.
Data Gathering Tool
• Present a narrative description of the data gathering instrument. The description is
focused on the kind of items in the instrument, how items are answered, and how it was
constructed. Be very clear on the basis/bases of the items of the instrument, be it a
questionnaire, observation guide, or interview schedule. The validation process has to be
explained thoroughly, whenever applicable. It is worth mentioning the instrument's
reliability and validity coefficients and the type of validity and reliability used.
• In case the data gathering instrument was not constructed, but is a ready-made tool, like
a rating scale or a psychological test, it is still necessary to mention its reliability and
validity levels and the processes undertaken by the author. Proper citation about the
author is expected. Append a copy of the instrument in the appendix portion.
Instruments-describes fully all the tools and instruments employed to pursue the
objectives of the study. Instruments are tools or devices utilized by the researchers in order
to answer the specific problems raised in Chapter 1 of the research paper.
Standardized Instruments-questionnaires, survey forms, interview and observation forms
that have been prepared and validated previously by experts in the field.
Researcher-made Instruments - questionnaires, survey forms, interview and observation
forms that have been prepared and validated by the researcher himself.
Data Gathering Procedure Give a narrative description on the steps undertaken in data
gathering. The discussion should include the specifics of the procedures of the entire
research process. The steps taken in order to gather the data needed in the study are
discussed in detail in this segment. It includes how permission to conduct the study is
obtained. It also includes the instructions given to the respondents before answering the
instruments.
STATISTICAL ANALYSIS - Statistics is the science of conducting studies to collect,
organize, summarize, analyze and draw conclusions from data.
DESCRIPTIVE- summarizes or describes. the important characteristics of known set of
data
INFERENTIAL- used to say something about the larger group (population) using
information collected from a small part of the population (Sample)
_______________________________________________________________________________________________________________________________ CRIM

RESEARCH P M F With KEY ANSWERS 1

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DATA CENTER COLLEGE OF THE PHILIPPINES

COLLEGE OF CRIMINAL JUSTICE EDUCATION

The primary objective of this course is

At the end of this course, the students are able to;

Research comprises “creative work undertaken on a systematic basis in order to

Research goes through several phases – planning, research, development,

Research is a systematic investigation to establish facts on an existing problem

Research is the process of gathering information for the purpose of initiating,

Research must aim at providing new information or advance knowledge on a

Research in its broadest sense is an attempt to gain solutions to problems. More

DCCP.CCJELAOAG.FACULTY 2021-22 1/MPE

Formulated in a more comprehensive form, research may be defined as a

a. Discover new facts of known phenomena.

What research is not? (schmitz)

DCCP.CCJELAOAG.FACULTY 2021-22 2/MPE

Good Characteristics of a Researcher

A. Criminal Sociology and Ethics

B. Public Safety: Management and Operations

(The following incorporate global and national trends/practices, cultural or ethnographic,

Criteria for Selection of Research problem

DCCP.CCJELAOAG.FACULTY 2021-22 3/MPE

2. The importance of the study to its Field

1. Empirical – Research is based on direct experience or observation by the

2. Logical – Research is based on valid procedures and principles. Scientific

4. Analytical – Research utilizes proven analytical procedures in gathering data,

A research should be analytical because it requires critical thinking and logical

6. Critical – Research exhibits careful and precise judgment. A higher level of

DCCP.CCJELAOAG.FACULTY 2021-22 4/MPE

interpretations on whether the results are significant or insignificant, or whether reject or

Sources of Topics and Research Problem

1. Professional Experience – Perhaps the most immediate and important source

3. Public Research – Reading research in a professional journal provides an

5. Existing Theory – Inquiry related to theory development is intended to

Pwede mo bang irevise yung research about history

Different Sources of knowledge (Ary, Jacobs and Razavieh)

A. Experience – is a familiar and well used source of knowledge, the most-free. By

B. Authority – For things difficult or impossible to know by personal experience, people

C. Deductive Reasoning – Ancient Greek philosophers made perhaps the first

DCCP.CCJELAOAG.FACULTY 2021-22 5/MPE

Seeking the facts rather than depending on authority or on sheer speculation

EPISTEMOLOGY is a branch of philosophy which examines the concept of ‘knowledge’

Question: How can one justify a belief?

Three main schools of thought:

1. Empiricism- the only way to acquire knowledge is through objective sensory

The main types of empirical inquiry:

a. Experimental studies attempt to arrange a situation in which variables are controlled

Study: Children’s behaviour affected by watching violent films or television, or playing

DCCP.CCJELAOAG.FACULTY 2021-22 6/MPE

b. Quasi-experimental studies, sometimes called correlational studies, include

c. Non-experimental studies make little or no attempt to control or manipulate

An example of rationalism is not believing in the supernatural. (philosophy) The theory

DCCP.CCJELAOAG.FACULTY 2021-22 7/MPE

quantifying criminal behaviour, producing biological (Lombroso), psychological (Freud)

Interpretivist School- argue that in order to understand human action we need to

Common interpretivist school approaches:

Interpretive approaches encompass social theories and perspectives that embrace a

In modern forms of positivism, the empiricist’s requirement for the establishment of

Recent development in epistemology in Criminology is REALISM through the

Research methods are concerned with the various research processes,

Data – information that is gathered

DCCP.CCJELAOAG.FACULTY 2021-22 8/MPE

Primary source – respondents, participants